IRA BRIDGES
Instructional Units for
the Engaging Classroom
GRADES
3–5
Animal Studies
Habitat, Adaptations for Survival,
Environmental Factors, and Human Impact—
An Interdisciplinary Unit for Grade 4
Erin FitzPatrick and Katie Schrodt
Description
This four-week unit is designed for 90-minute blocks
of instruction in which students will engage in a high
volume of deep reading in a subject area that allows
them to access prior knowledge about the world around
them as well as gain new understanding and perspective about that world and their role in it. In developing Animal Studies: Habitat, Adaptations for Survival,
Environmental Factors and Human Impact, we leaned
heavily on the work of Allen (2001). We then paired that
research with Common Core English and Language
Arts standards (National Governors Association Center
for Best Practices & Council of Chief State School
Officers, 2010) as well as children’s interest in the natural world. Although this unit is easily adaptable to Grade
3 and Grade 5, we focus on Grade 4 in our writing.
Through engaging mentor texts in a variety of
genres, students will explore diverse habitats, the balance of nature, animal adaptations for survival, and
the human impact on the environment. Each of these
explorations will be paired with writing extensions that
April 2014
will culminate in the creation of a multigenre research
project. This interdisciplinary unit seeks to maximize
the literacy benefits by incorporating science standards
related to animal studies with the English language arts
curriculum.
All projects are based on an “I do. We do. You do.”
model that correlates with the Vygotskian theory of
scaffolding (Vygotsky, 1978). The project will specifically relate to the coverage and use of the Common
Core Standards for the English language arts. Finally,
by exploring mentor texts, students will consider their
role in the balance between humans and the Earth. For
English learner supports, all students will participate
in active involvement of vocabulary learning. This includes the use of visuals, videos, props, real-life objects,
role-playing, labeling, charting, and group work, which
are each presented throughout the unit. Completed
posters and cumulative charts can be left hanging as
visual supports and continual resources.
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
This design is implemented as a four-step process that
culminates in a multigenre classroom project that combines the foundational elements of writers’ workshop and
reading poetry and multimodal, informational science
texts. This final product may then serve as an instructional resource for future spiral review of this content.
Unit Overview
Week
Grouping
Central Ideas
Objectives
1
Pairs, whole
group, small
groups
Habitats are
the natural
environments in
which different
organisms live.
Each habitat
has unique and
defining features.
Objectives
for Week 1
Teaching and
Learning Activities
Objectives will be
addressed through
immersion in a variety of
texts and images about
each habitat. The student
will respond through
reading logs, Venn
diagramming, “roommate
wanted” ads, research
poster, and a swamp
diagram.
Common Core State
Standards and Learning
Goals Achieved
Texts Used
RI4.1
RI4.4
RI4.9
“Scat Happens” by Larry Lightner
Blue Planet clip by BBC
IMAX tropical rainforest movie clip
by Rolinik
At This Very Moment by Jim Arnosky
Deserts by Gail Gibbons
Marshes & Swamps by Gail Gibbons
Nicky the Swamp Dog by Jacklyn
Sonnier Hirshberg
The Tree That Time Built by Mary Ann
Hoberman and Linda Winston
About Habitats: Oceans by Cathryn Sill
Earth Book for Kids by Linda Schwartz
Tropical Rainforests by Seymour Simon
Welcome to the Sea of Sand by Jane
Yolen
W4.4
W4.7
W4.8
W4.10
SL4.1a
RF4.4
2
3
Whole group
Pairs, whole
group, small
groups
Behavioral
and physical
adaptations help
animals survive
and thrive in their
environments.
As human
beings, we have
a responsibility
to protect and
serve in our
environment.
Objectives
for Week 2
Objectives
for Week 3
Objectives will be
addressed through
immersion in a variety of
texts and images about
each adaptation. The
student will respond
through reader’s response
logs, an adaptation graphic
organizer, creating a
fantasy animal, writing
about migration, and
animal adaptation posters.
RI4.1
RI4.4
RI4.9
Objectives will be addressed
through immersion in a
variety of texts and images
about the environment.
The student will respond
through reader’s response
logs, a chart about human’s
impact on the environment,
letter writing, and creating
a mobile.
L4.1
“Structural and Behavioral
Adaptations” by NatureWorks
Step Gently Out by Helen Frost and
Rick Lieder
The Tree That Time Built by Mary Ann
Hoberman and Linda Winston
What Do You Do With a Tail Like This?
by Steve Jenkins and Robin Page
What Are Camouflage and Mimicry? by
Bobbie Kalman & John Crossingham
Great Migrations by Elizabeth Carney
Bird, Butterfly, Eel by James Prosek
The Journey by Cynthia Rylant
They Swim the Seas by Seymour Simon
Adelina’s Whales by Richard Sobol
Aesop’s Fables by Russell Ash &
Bernard Higton
W4.4
W4.7
W4.8
SL4.4
RF4.4
SL4.1
SL4.4
RF4.4
RL4.9
RI4.1
RI4.4
W4.3
W4.7
W4.8
A River Ran Wild by Lynne Cherry
The Tree That Time Built by Mary Ann
Hoberman and Linda Winston
Dear Children of the Earth by Schim
Schimmel
The Great Kapok Tree by Lynne Cherry
The Great Squirrel Uprising by Dan Elish
(continued)
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April 2014 | Animal Studies
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
Unit Overview (Continued)
Week
Grouping
Central Ideas
Objectives
4
Whole group,
small groups
We can learn from Objectives
people in the past for Week 4
who have worked
hard to help our
environment.
Teaching and
Learning Activities
Objectives will be
addressed through
immersion in a variety of
texts and images about
important people who have
helped our environment.
The student will respond
through reader’s response
logs and creating human
timelines for people who
have significantly impacted
our environment.
Common Core State
Standards and Learning
Goals Achieved
Texts Used
RF4.4
RI4.1
RI4.4
RI4.5
SL4.2
SL4.4
W4.4
Taking Root: The Vision of Wangari
Maathai by Lisa Merton
The Tree That Time Built by Mary Ann
Hoberman and Linda Winston
Seeds of Change by Jen Cullerton
Johnson
Rachel Carson and Her Book That
Changed the World by Laurie Lawlor
Mama Miti by Donna Jo Napoli
The Camping Trip That Changed
America by Barb Rosenstock
Wangari’s Trees of Peace by Jeanette
Winter
The Watcher by Jeanette Winter
Texts
Week 1: Habitat/Ecosystems
Online Articles
Lightner, L. (2008). Scat happens. Desert Exposure.
Retrieved from www.desertexposure.com/200805/
200805_scat.php
Multimedia
BBC. (2013). The blue planet. Retrieved from www.bbc
.co.uk/programmes/b008044n/clips
Rolinik. (Producer). (2009). IMAX tropical rainforest.
Retrieved from www.youtube.com/watch?v=YUuA-C
_I3DE
Nonfiction
Arnosky, J. (2011). At this very moment. New York, NY:
Dutton Children’s Books.
Gibbons, G. (1996). Deserts. New York, NY: Holiday
House.
Gibbons, G. (1998). Marshes & swamps. New York, NY:
Holiday House.
Hirshberg, J.S. (2001). Nicky the swamp dog: A true story.
Lafayette, LA: Acadian House.
Hoberman, M.A., & Winston, L. (2009). The tree that
time built: A celebration of nature, science, and imagination. Naperville, IL: Sourcebooks Jabberwocky.
Schwartz, L. (1990). Earth book for kids: Activities to help
heal the environment. Santa Barbara, CA: Learning
Works.
3
April 2014 | Animal Studies
Sill, C. (2012). About habitats: Oceans. Atlanta, GA:
Peachtree.
Simon, S. (2010). Tropical rainforests. New York, NY:
HarperCollins.
Fiction
Yolen, J. (1996). Welcome to the sea of sand. New York,
NY: Putnam’s Sons.
Week 2: Adaptations
Online Articles
NatureWorks. (2013). Structural and behavioral adaptations. Retrieved from www.nhptv.org/natureworks/
nwep1.htm
Nonfiction
Carney, E. (2010). Great migrations. Washington, DC:
National Geographic.
Frost, H., & Lieder, R. (2012). Step gently out. Somerville,
MA: Candlewick.
Hoberman, M.A., & Winston, L. (2009). The tree that
time built: A celebration of nature, science, and imagination. Naperville, IL: Sourcebooks Jabberwocky.
Jenkins, S., & Page, R. (2008). What do you do with a tail
like this? Norwalk, CT: Weston Woods Studios.
Kalman, B., & Crossingham, J. (2001). What are camouflage and mimicry? New York, NY: Crabtree.
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
Prosek, J. (2009). Bird, butterfly, eel. New York, NY:
Simon & Schuster Books for Young Readers.
Rylant, C. (2006). The journey: Stories of migration. New
York: Blue Sky.
Simon, S. (1998). They swim the seas: The mystery of animal migration. San Diego, CA: Harcourt Brace.
Sobol, R. (2003). Adelina’s whales. New York, NY:
Dutton Children’s Books.
Fiction
Ash, R., & Higton, B. (1990). Aesop’s fables (Classic illustrated ed.). San Francisco, CA: Chronicle.
Week 3: Negative Changes
in Our Environment
Nonfiction
Cherry, L. (1992). A river ran wild: An environmental
history. San Diego, CA: Harcourt Brace Jovanovich.
Hoberman, M.A., & Winston, L. (2009). The tree that
time built: A celebration of nature, science, and imagination. Naperville, IL: Sourcebooks Jabberwocky.
Schimmel, S. (1994). Dear children of the Earth: A letter
from home. Minocqua, WI: NorthWord.
Fiction
Cherry, L. (1990). The great kapok tree: A tale of the
Amazon rain forest. San Diego, CA: Harcourt Brace
Jovanovich.
Elish, D. (1992). The great squirrel uprising. New York,
NY: Orchard.
Week 4: The Environment and Our Future
Film
Merton, L. (Director). (2008). Taking root: The vision of
Wangari Maathai [Documentary]. Harriman, NY:
New Day Films.
Nonfiction
Hoberman, M.A., & Winston, L. (2009). The tree that
time built: A celebration of nature, science, and imagination. Naperville, IL: Sourcebooks Jabberwocky.
Johnson, J.C. (2010). Seeds of change: Planting a path to
peace. New York, NY: Lee & Low.
Lawlor, L. (2012). Rachel Carson and her book that
changed the world. New York, NY: Holiday House.
Napoli, D.J. (2010). Mama Miti: Wangari Maathai and
the trees of Kenya. New York, NY: Simon & Schuster
Books for Young Readers.
Rosenstock, B. (2012). The camping trip that changed
America: Theodore Roosevelt, John Muir, and our
national parks. New York, NY: Dial Books for Young
Readers.
Winter, J. (2008). Wangari’s trees of peace: A true story
from Africa. Orlando, FL: Harcourt.
Winter, J. (2011). The watcher: Jane Goodall’s life with the
chimps. New York, NY: Schwartz & Wade.
Teaching and Learning Activities
Week 1: Habitat/Ecosystems
Group Description
These lessons are designed for pairs, small groups, and
whole-group instruction.
Materials
• Online Articles

“Scat Happens” by Larry Lightner
• Multimedia

Blue Planet clip by BBC

IMAX tropical rainforest movie clip by Rolinik
• Nonfiction
4

At This Very Moment by Jim Arnosky

Deserts by Gail Gibbons
April 2014 | Animal Studies
Marshes & Swamps by Gail Gibbons
 Nicky the Swamp Dog by Jacklyn Sonnier Hirshberg
 T
he Tree That Time Built by Mary Ann Hoberman
and Linda Winston
 Earth Book for Kids by Linda Schwartz
 About Habitats: Oceans by Cathryn Sill
 Tropical Rainforests by Seymour Simon
• Fiction
 Welcome to the Sea of Sand by Jane Yolen
• Encyclopedias or dictionaries (if available)
• Computer with Internet connection
• Sand samples
• Scats and Tracks iPad app
• Seashells
• Construction paper

DOI:10.1598/bridges.7006 | © 2014 International Reading Association
• Markers
• Glue
Writing, Grade 4, Standard 8
Writing, Grade 4, Standard 10
Objectives
Texts/Center Activities to Be Used During Week 1
• The student will be able to compare and contrast animal habitats.
• The student will be able to identify features of habitats
such as deserts, swamps, rainforests, and oceans.
• Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the text.
•
Determine the meaning of general academic and
domain-specific words or phrases in a text relevant to
a grade 4 topic or subject area.
• Integrate information from two texts on the same topic
to write or speak about the subject knowledgeably.
• Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
• Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
• Recall relevant information from experiences or gather
relevant information from print and digital sources;
take notes and categorize information, and provide a
list of sources.
• Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
• Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion.
• Read with sufficient accuracy and fluency to support
comprehension.
• Texts from the student literature list may be gathered
for shared and partner reading throughout the room
while the teacher conducts guided reading.
• Teacher may gather a variety of magazines from which
students may collect examples from a tropical rainforest to label and add to a habitat collage for a center activity. This could result in successful reproduction of
every habitat taught during this Week 1 lessons.
• Teacher may gather a variety of folk tales readily available in most libraries that feature common desert
animals for partner/shared reading while the teacher
conducts guided reading.
Common Core State Standards and Learning Goals
Achieved
Reading: Foundational Skills, Grade 4, Standard 4
Reading: Informational Text, Grade 4, Standard 1
Reading: Informational Text, Grade 4, Standard 4
Reading: Informational Text, Grade 4, Standard 9
Speaking and Listening, Grade 4, Standard 1a
Writing, Grade 4, Standard 4
Writing, Grade 4, Standard 7
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April 2014 | Animal Studies
Procedures
Lesson 1
Access students’ prior knowledge by asking, “Have you
have been to a zoo? What did you notice about the different areas for each animal? Was the lions’ area the
same as the polar bears’ or anacondas’ area? What were
the differences? Why?”
Teacher will set a purpose for reading, saying, “I will
read two texts. I want you to consider how the animals
in each book are different.” Teacher will conduct a readaloud of “Don’t Make a Pet Out of Me” (p. 124 in Earth
Book for Kids by Linda Schwartz) followed by a readaloud of At This Very Moment by Jim Arnosky.
Then, as a whole group, the class will construct a
Venn diagram to compare and contrast the animals featured in the two books. Once the diagram is completed,
the teacher will explain that the class will be studying
the type of living spaces featured in Arnosky’s book.
Teacher will model the Comparing Habitats Chart (see
Figure 1) that will be used for remainder of this week’s
lessons.
Teacher will introduce new vocabulary: habitat, biotic, abiotic, desert, rainforest, tropical, marsh, tide pool
(see Table 1 for a list of this week’s vocabulary words).
Teacher will model completion of one Illustrated
Vocabulary (see Figure 2) including new word, definition, example sentence with the word used in the text,
and a sentence using the word in the children’s own
words. Student pairs will be asked to create illustrated
vocabulary posters and then share the remaining words
in a collaborative discussion to close out the lesson.
To close the lesson, teacher says, “Today we referred
to the text details in Mr. Arnosky’s book to see habitats
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
FIGURE 1. Comparing Habitats Chart
Type of Habitat
Tropical Rainforest
Desert
Ocean/Tide Pool
Swamp/Marsh
Climate
Ground type
Vegetation
Animal Species
Location
Natural Resources
TABLE 1. Week 1: Vocabulary
English learner supports for vocabulary included hands-on experience with real objects (sand and sea shells), visual supports (charts, graphic organizers),
technology experiences (videos, apps, photographs), group work, shared writing, literature supports, physical models (rainforest example)
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
habitat, desert, rainforest,
tropical, marsh, tide pool,
climate, biotic, abiotic
tropical, humid, rainforest,
rainfall, climate, canopy,
understory, forest, floor,
emergent layer
desert, inhabitant, dweller,
succulent
ocean, tide pool
swamp, marsh
FIGURE 2. Illustrated Vocabulary
New Word: ��������������������������������������
Definition: ���������������������������������������
���������������������������������������������
���������������������������������������������
Sentence from text using this word: �����������������������
���������������������������������������������
���������������������������������������� (p. __)
An illustration demonstrating understanding of the word:
My own sentence using this word: ������������������������
���������������������������������������������
���������������������������������������������
6
April 2014 | Animal Studies
all around the globe. We will continue to explore these
habitats throughout the coming week and month. We’ve
also learned a lot of new vocabulary words that we will
be using to help us name exactly what we are seeing.”
Lesson 2
Access students’ prior knowledge by saying, “Recall
yesterday how we studied where animals live naturally.
What was our new word for that? Today, we are going
to look at one specific habitat—the rainforests. What do
you already know about rainforests? What animals live
there? What countries have rainforests? What is the climate? Please define habitat.” Teacher will show IMAX
tropical rainforest clip by Rolinik (www.youtube.com/
watch?v=YUuA-C_I3DE).
Teacher will set a purpose for reading by saying, “I
will read a poem and an expository text about the rainforests. I would like you to use your reading response
log to record at least five things that really catch your
attention while I read these texts aloud.” Teacher will
conduct a read-aloud of the poem “Rain Forest” (p. 85 in
The Tree That Time Built by Mary Ann Hoberman and
Linda Winston) and Tropical Rainforests by Seymour
Simon.
Students or student pairs will use classroom
resources—encyclopedias, expository books, dictionaries, computers, or Internet devices—to conduct a short
research assignment on one or two of the topics they
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
listed as particularly interesting. Students will return to
the whole group and share their findings.
Teacher will create a four-tiered example of a rainforest to represent the emergent layer, canopy, understory, and forest floor. This will be created by taking a
large piece of construction paper and folding it into four
equal sections. Holding up the paper “portrait” style
each section will represent a layer of the rainforest from
the ground to the sky. In each section, use markers to
draw in parts of that rainforest layer. Teacher will ask
students to contribute species and details to label each
part. This representation will remain in the classroom
for the four-week unit.
To conclude the lesson, teacher will use student input to fill in the Comparing Habitats Chart (see Figure
1) created yesterday. Under the category of “Tropical
Rainforest,” the teacher will enter the information about
climate (hot, humid), ground type (soil covered in short
vegetation), vegetation (four-tiered, tall trees, vines,
ferns, mosses), animal species (piranhas, cobras, bats,
monkeys), and location (Central and South America,
Africa, Asia).
To close the lesson, teacher says, “Today you used a
variety of reference materials to find information that
intrigued you about the tropical rainforest and helped
me to create our own two-dimensional model of the
rainforest. We used text resources to determine vegetation, species, location, and so forth. When you learn
more details about one topic, it helps you to compare
and contrast that topic with others. Tomorrow, when we
learn about deserts, you will be able to compare the desert habitat with that of the tropical rainforest.”
Lesson 3
Access students’ prior knowledge by saying, “Turn to your
share partner and discuss some important details about
the habitat we studied at length yesterday—rainforests.
Today, we are going to look at another specific habitat.
In this habitat there is a lot of this.” Show the children
real sand and ask, “Can you guess what habitat we are
learning about? Yes, deserts. What do you already know
about deserts? What animals live there? What countries
have deserts? What is the climate? Please define habitat.” Allow the children to feel the sand while introducing them to the app for iPad, Scats and Tracks Desert
Southwest. If iPads are not available, students can review Larry Lightner’s article “Scat Happens” (www
.desertexposure.com/200805/200805_scat.php) for desert scat pictures. Let the children explore the kinds of
animal tracks found in the desert. “Can we add to what
we know about deserts after looking at these tracks?”
Teacher will set a purpose for reading, saying, “As I
read this text, I would like you to jot down a note in your
Reader’s Response Log if you hear or see something
that we can add to our Comparing Habitat Chart.” See
Figure 3 for a Reader’s Response Log and Figure 1 for
the chart. Teacher will conduct a read-aloud of Deserts
by Gail Gibbons and lead collaborative discussion while
completing the Comparing Habitats Chart with student
responses. Class should determine which things added
to the chart are biotic and which are abiotic.
Teacher will introduce the concept of want ads for
living spaces by referring to page 117 of Earth Book for
Kids by Linda Schwartz. Teacher will explain that sometimes people with a space available advertise for others
to come live there. Teacher will read aloud a detailed
“Roommate Wanted Ad” (see Figure 4). Teacher will ask
students to work in small groups to consider the “amenities” of desert living. Students will then write copy
for a “Dweller Wanted” or “Inhabitant Wanted” ad to
entice animals or people to the desert, and include an
illustration of his or her desert animal in the ad. For
example, the child might choose a snake and write a
poster pretending to be that snake seeking a roommate.
FIGURE 3. Reader’s Response Log
Reader’s Response Log
Name: __________________________________
Date:___________________________________
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�������������������������������������������������������������������������������������������������
�������������������������������������������������������������������������������������������������
�������������������������������������������������������������������������������������������������
�������������������������������������������������������������������������������������������������
Note. For more ideas on reader’s response logs and example entries and rubrics, please see www.busyteacherscafe.com/literacy/readers_response.html
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April 2014 | Animal Studies
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
FIGURE 4. Roommate Wanted Ad
ROOMMATE WANTED
IN TROPICAL PARADISE HOME!
Are you tired of living in freezing temperatures? Are you tired of all of
the noise and traffic of the city? Come to a land of paradise: The Amazon
rainforest…where there are warm temperatures year round, and the only
noise you will hear is the chirping of birds and the calming pitter-patter of
rain hitting the 15-story-high canopy of trees above you. Take a swim with
an alligator, swing across trees with monkeys, gaze at the scarlet macaws
flying high above, or just take a nap with a sloth. Scared of the jaguars that
might be hanging around? No problem. With a sign of a two-year lease, I
will guarantee protection from ALL rainforest animals. Human applicants
are prohibited. If you are interested please call below! Rent is help with 4
hunting expeditions per month.
[Student creates animal illustration here]
What would that snake desire in a roommate? Use your
knowledge of the desert and that animal to create the
poster. The students will use a large piece of construction paper or half a poster board and markers to complete this activity. The Scats and Tracks app can be used
to help pick animals. Class will share in collaborative
discussion.
To close the lesson, teacher says, “Consider the details
you have learned about the desert habitat by using the
reference materials and text resources we had available.
By creating these want ads, you can see how some animals would be drawn to the amenities the desert has to
offer.” To conclude the lesson, the teacher will read Jane
Yolen’s Welcome to the Sea of Sand. Set the purpose of
the reading to be enjoyment and celebration of how she
uses words to create a visual and auditory picture of the
habitat studied today—deserts.
Lesson 4
Access students’ prior knowledge by saying, “Turn to
your share partner and discuss some important details
about the habitat we studied at length yesterday—deserts.” Choose one ocean video from the Blue Planet clips
found at www.bbc.co.uk/programmes/b008044n/clips
and instruct students, “Watch this clip to see if you can
tell me what habitat we are learning about today—Yes,
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April 2014 | Animal Studies
oceans. What do you already know about oceans? What
animals live there? Please define habitat.”
Teacher will set a purpose for reading, saying, “As I
read this text, I would like you to jot down a note in
your Reading Response Log if you hear or see something that we can add to our Comparing Habitat Chart
for oceans.” (see Figure 1). Teacher will conduct a readaloud of About Habitats: Oceans by Cathryn Sill and
lead collaborative discussion while completing the
Comparing Habitats Chart with student responses. Be
sure to discuss which things added to the chart are biotic and which are abiotic.
Students working alone or in small groups will
choose one animal. They will use classroom resources—
encyclopedias, expository books, dictionaries, computers, or Internet devices—to conduct a short research
assignment on their chosen animal to determine which
part of what oceans this animal lives in. They may also
include any other important things they learned. All of
this will be shared in a collaborative discussion.
To close the lesson, teacher says, “Consider your
learning from the texts and reference materials. You have
been able to determine information and demonstrate
your learning in a new format with our Comparing
Habitats Chart. We often use charts and diagrams to
give information in a quick visual format.” To conclude
the lesson, the teacher will read “The Sea is Our Mother”
(p. 20 in The Tree That Time Built). The teacher will set
the purpose of the reading to be enjoyment and celebration of how the author uses words to create a visual and
auditory picture of the habitat studied today—oceans.
As they are reading, allow children to hold real seashells
in their hands or to their ear.
Lesson 5
Access students’ prior knowledge by saying, “Turn to
your partner and share some important details about
the habitat we studied at length yesterday—oceans.
Today, we are going to look at two other specific habitats—swamps and marshes. What do you already know
about swamps and marshes? What animals live there?
What countries have swamps and marshes? What is the
climate?”
Teacher will set a purpose for reading, saying, “As I
read this text, I would like you to jot down a note in your
Reading Response Log if you hear or see something that
we can add to our Comparing Habitat Chart for swamps
and marshes” (see Figure 1). Teacher will conduct a readaloud of Marshes & Swamps by Gail Gibbons. Class will
participate in a collaborative discussion to follow while
completing the Comparing Habitats Chart with student
responses.
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
Students will work in groups of 2–3 to create a
two-dimensional representation of a swamp including
labels and a title. This can be done on a regular sheet of
white printer paper or construction paper. The students
will draw a swamp representation using markers and
pencils. They will label significant parts and title their
page. Students may use two colors of labels to demonstrate knowledge of biotic and abiotic factors in a habitat.
Students will present their illustrations to the entire class.
To close the lesson, teacher says, “In creating these
two-dimensional representations, you have referred to
text details and then created a labeled, visual representation of your learning. We have learned that marshes and
swamps are wetlands teeming with life and full of natural resources.” To conclude the lesson, read Nicky the
Swamp Dog by Jacklyn Sonnier Hirshberg. The teacher
will set the purpose of the reading to be enjoyment and
attention to how the author tells the story to make it
come alive. Students should also be on the lookout for
text-to-text connections.
Daily Content Writing
This will begin with a teacher whole-group model.
After two days of quality, in-depth instruction on summarizing the nonfiction learning, students could do
this successfully in small groups or pairs. Students will
summarize their learning orally with a partner or small
group and then write for a short period of time, 7–10
minutes, to conceptualize their own learning for the
day. Encourage them to use the vocabulary that is now
available throughout the room. This activity will be part
of each day’s lessons for the remainder of the unit.
Phonics
Teacher may choose to gear differentiated word sorts
and spelling lists to vocabulary that relates to animals
and habitats (see Table 2 for a list of word sort activity
ideas). These activities will be used daily and the eightday cycle will be repeated twice throughout the unit.
Week 2: Adaptations
Group Description
These lessons are designed for whole-group instruction.
Materials
• Online Articles
 S
tructural and Behavioral Adaptations by
NatureWorks
• Nonfiction
 Great Migrations by Elizabeth Carney
 Step Gently Out by Helen Frost and Rick Lieder
 T
he Tree That Time Built by Mary Ann Hoberman
and Linda Winston
 W
hat Do You Do With a Tail Like This? by Steve
Jenkins and Robin Page
 W
hat Are Camouflage and Mimicry? by Bobbie
Kalman & John Crossingham
 Bird, Butterfly, Eel by James Prosek
 The Journey by Cynthia Rylant
 They Swim the Seas by Seymour Simon
 Adelina’s Whales by Richard Sobol
• Fiction
 Aesop’s Fables by Russell Ash & Bernard Higton
• Winter clothing and materials (winter jacket, camouflage hat, skis, etc.)
• Digital or disposable cameras
• Construction paper
• Markers
• Glue
TABLE 2. Word Sort Activity Ideas
Day
1
2
3
4
5
6
7
8
9
Word Sort Activity
Sort by spelling pattern; write in Reader’s Response Log.
Sort by spelling pattern; alphabetize each column; copy into Reader’s Response Log.
Find seven additional words from our reading that feature your spelling pattern.
Word’s Worth: Use money chart to determine the value of your word sort words. Add up the entire sum and record it in your Reader’s Response Log next to
where you’ve recorded them (see Figure 3).
Create a word find or crossword puzzle using at least eight of your new words. Challenge: Use them all.
Write a poem or song about an animal or habitat using at least seven of your word sort words.
Write one strong sentence for half of your words in your current word sort related to recent learning.
Sort, alphabetize, and glue your word sorts into your Reader’s Response Log for future reference.
Assess students’ spelling based on their present spelling pattern.
April 2014 | Animal Studies
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
Objectives
• Analyze physical and behavioral adaptations that enable organisms to survive in their environment.
• Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the text.
• Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area.
• Integrate information from two texts on the same
topic in order to write or speak about the subject
knowledgeably.
• Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
• Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
• Recall relevant information from experiences or gather
relevant information from print and digital sources;
take notes and categorize information, and provide a
list of sources.
• Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion.
• Read with sufficient accuracy and fluency to support
comprehension.
Common Core State Standards and Learning Goals
Achieved
Reading: Foundational Skills, Grade 4, Standard 4
Reading: Informational Text, Grade 4, Standard 1
Reading: Informational Text, Grade 4, Standard 4
Reading: Informational Text, Grade 4, Standard 9
Writing, Grade 4, Standard 4
Writing, Grade 4, Standard 7
Writing, Grade 4, Standard 8
Speaking and Listening, Grade 4, Standard 4
Texts/Center Activities to Be Used During Week 2
• Teacher may gather a variety of magazines from which
students may collect examples of physical adaptations
to add to an illustrated body parts/uses chart for a center activity.
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April 2014 | Animal Studies
• Students may use texts and a map at a center to chart
the path of different species’ migration patterns.
• As a center, students may find pictures and scientific
names of species that use camouflage or mimicry.
• Students may read poems on page 124 “Something Told
the Wild Geese” and page 111 “The Walking Stick” in
The Tree That Time Built by Mary Ann Hoberman and
Linda Winston to develop expression and fluency.
• Teacher may mark pages in a collection of Aesop’s
Fables that outline how different animals came to have
different adaptations. Then the students may create
including the fable’s title, the animal’s adaptation, a
response summary of how Aesop claims the animal
came to have that adaptation and what they believe the
true story to be. Students may read short expository
pieces and make text-to-text connections with regarding adaptations.
Procedures
Lesson 1
Show the students a variety of clothing/tools (winter
jacket, hiking boots, camouflage hat, skis). Teacher asks,
“If a person was wearing or using these, what might
they be doing? Why does a person need a winter jacket?
Why do people need camouflage? We need different
adaptations for different climates and to do different
things. Can animals put on a winter jacket? Last week,
we studied various habitats from all around the globe.
This week, we will look at how some animals’ bodies
are made just right to survive and thrive in those habitats. I bet you already know something about that. Can
anyone tell me how a fish is made just right to live in a
river?”
Teacher will set purpose for reading for What Do You
Do With a Tail Like This? by Steve Jenkins and Robin
Page, saying, “As I read, I want you to consider the illustrations and draw conclusions about how each animal
uses the featured body part for survival.” Teacher will
conduct a read-aloud, stopping after each page to ask students to determine what the different animal body parts
are perfectly adapted to do. Then as a whole group, the
class will construct a large chart outlining the different
body parts and the many things they are created to do.
Teacher will model completion of one section of the
chart: noses (see Figure 5). Teacher will work with students to model the second section: ears. Teacher will
add other body parts that were addressed in the text,
and students will complete chart in their own Reader’s
Response Log with or without a partner (see Figure 3).
They may, and should, refer to the text as needed.
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
FIGURE 5. Animal Body Parts and Functions Chart
Body Part
Functions
noses
dig, bathe, breathe, hunt
to help them survive in their habitat and this is called
adaptation. Now, you need to be on the lookout for the
animals in your neighborhood.”
Lesson 2
ears
Teacher will review the steps introduced last week for
completion of one Illustrated Vocabulary (see Figure 2)
including new word, definition, example sentence with
the word used in the text, and a sentence using the word
in the children’s own words (see Table 3 for a list of this
week’s vocabulary words). Student pairs will be asked to
create illustrated vocabulary posters and then share the
remaining words in a collaborative discussion to close
out the lesson.
Lesson will conclude with teacher introducing a
take-home assignment about observation. Teacher will
read aloud Step Gently Out by Helen Frost and Rock
Lieder and discuss really noticing the animals around
us. Students will be issued digital cameras if available.
Otherwise, teacher will procure disposable cameras for
student use, or students may be asked to sketch based on
close observation. Students are asked to use this camera
to observe and safely photograph animals they find in
their day to day routine. All cameras must be turned in
by Thursday.
To close the lesson, teacher says, “We have learned
that animals’ bodies and habits are perfectly created
Access students’ prior knowledge by asking, “Did anyone get started photographing or sketching species in
your neighborhood? Yesterday, we learned how animals
use the different parts of their body to survive. What
was that called? Today, we will learn about two special
types of adaptation—camouflage and mimicry. Do you
know anything about the words camouflage or mimic?”
Have one child put on a camouflage shirt and two other
children come up and “mimic” each other’s moves and
actions, asking them, “What is the difference between
these?” Play “where is the critter?” by showing the children pictures of camouflaged animals and see if they
can find it.
Teacher will set purpose for reading, saying, “I want
you to be able to write a short definition of camouflage
and mimicry and list some animals that use each by
the time we are finished reading these two texts.” The
teacher will read aloud “The Walking Stick” (p. 111 in
The Tree That Time Built) and What Are Camouflage and
Mimicry? by Bobbie Kalman and John Crossingham. A
new Adaptations Chart will be posted (see Figure 6).
Teacher will model completion of one section of the
chart: camouflage—“What Is It?” (a color or pattern on
an animal’s body that allows it to blend in with a certain background), and “Who Uses It?” (white-tailed
deer, leaf-tailed gecko, katydid, arctic fox, polar bear).
TABLE 3. Week 2: Vocabulary
English Learner supports include total physical response acting out vocabulary, using pictures from their home to relate vocabulary, using real-life objects to
represent adaptations
Lesson 1
Lessons 2 and 3
adaptation, camouflage, behavioral
mimicry, camouflage
adaptation, mimicry, physical adaptation,
migration, predator, transparent, prey,
paralyze, bioluminescence, mate
Lesson 4
Lesson 5
migration
adaptation, camouflage, behavioral
adaptation, mimicry, physical
adaptation, migration, predator,
transparent, prey, paralyze, mate
FIGURE 6. Adaptation Chart
Adaptation: Is It Physical or Behavioral?
What Is It?
Who Uses It?
Camouflage—physical
A color or pattern on an animal’s body that allows
it to blend in with local background
white-tailed deer, leaf-tailed gecko, katydid,
Arctic fox, polar bear
Mimicry—physical and behavioral
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April 2014 | Animal Studies
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
Students will help teacher fill in second section while
recreating this chart for their own use in their Reader’s
Response Logs (see Figure 3).
To close the lesson, teacher says, “Camouflage and
mimicry are just two types of physical adaptations that
animals use to help them survive. This week, we will be
looking at other types of physical and behavioral adaptations that help animals survive in their habitat.”
Lesson 3
Teacher will set purpose for reading by saying, “Listen
for the physical adaptation that this animal uses.” The
teacher will read aloud “The Chameleon” on p. 72 in
The Tree That Time Built.
The teacher will present the class with his or her own
fantasy animal featuring a variety of adaptations specifically suited for survival in the animal’s habitat. Teacher
will point out the title, labeled adaptations, and explanation of how that adaptation helps the animal to meet its
needs to survive.
Teacher will set a purpose for learning, saying,
“Today we will create animals that use physical adaptations to survive in their habitat.” Teacher will display
a copy of the instructions. Students’ task is to follow
the instructions to create a fantasy animal that has a
variety of adaptations. The students can be creative by
using markers, construction paper, and glue to create a
pretend animal that has relatable adaptations. They will
then label each adaptation using a fold-over format and
explain how that animal uses its adaptation to survive
in its habitat. Referring to the Animal Body Part and
Functions Chart in Figure 5, the students may use any
of those adaptations or use others of their own liking.
Students may also use any chart or text resources in the
room to complete the assignment. At the end, they will
present their animal to the group. Audience members
will be asked to guess the adaptation and potential use.
The presenter will then open the folded label and reveal what he or she had in mind. Discussion may follow
about how a particular adaptation is suited to a variety
of purposes.
To close the lesson, teacher says, “As you can see from
our many animals, it is sometimes very easy to determine where an animal lives or how it eats just by looking
at its body parts. This is often how scientists determine
the habits of animals that no longer exist. They use existing fossils to conclude the habits the animal must
have had based on the shape of body parts.”
Lesson 4
Teacher will set a purpose, saying, “While we read this
passage chorally, I would like you to think about your
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April 2014 | Animal Studies
fluency practice and also recall yesterday’s learning
about animals’ adaptations.” The class will chorally read
“Structural and Behavioral Adaptations,” a short expository text from New Hampshire Public Television.
The teacher will introduce behavioral adaptations,
specifically migration. Teacher will set a purpose for
reading, referring to the chart: “As I read, I want you
to consider what migration means and why animals
and some plants would have to do it.” The teacher
will conduct a read-aloud of They Swim the Seas by
Seymour Simon. The teacher will then add migration
to the Adaptation Chart in Figure 6, noting that it is
a behavioral adaptation. A variety of books about migration exist including Adelina’s Whales by Richard
Sobol, The Journey by Cynthia Rylant, Great Migrations
by Elizabeth Carney, and Bird, Butterfly, Eel by James
Prosek. Have the children physically act out the word
migration by standing and moving from “north to
south” according to predefined spaces in the room.
Students may pair off or get in small groups for
partner/group choral reading of selected texts. They
may then create a summary of the animal, where it migrated to and from, why it migrates, and any additional
details that are important to know. The groups may set
up their learning at each table.
Then the teacher can conclude the lesson with a gallery walk, where the students, as a class, walk to each
presentation noting the thing they believe to be most
important about each different animal’s migration.
Lesson 5
Access students’ prior knowledge by asking, “Can anyone tell me about their favorite picture they took? Did
you get a good shot? I chose some of my favorites and
placed them around the room. Let’s do a gallery walk
and see if we notice anything. Discuss. Did anyone see
any adaptations?”
Teacher will use student photos to create close-up
shots and supplement with clip art as necessary.
Different groups will use the created charts and classroom texts to determine the different adaptations animals have in their own community. Students will create
posters for display about the animals, including a title,
labels, and definitions of the physical and behavioral adaptations that the animal exhibits. They may also link
that animal’s adaptation to other adaptations they have
learned and cite the reference for their learning.
To close the lesson, teacher says, “In these two weeks,
we have discussed different habitats that exist all over
the world and how animals’ bodies and habits have
changed to help them survive in these different habitats. Behavioral and physical adaptations help animals
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
survive. Next week, we will discuss some of the ways
humans are making it more difficult for animals and
plants to survive on our planet.”
Week 3: Negative Changes
in Our Environment
Group Description
These lessons are designed for pairs, small groups, and
whole-group instruction.
Materials
• Nonfiction
 A River Ran Wild by Lynne Cherry
 T
he Tree That Time Built by Mary Ann Hoberman
and Linda Winston
 Dear Children of the Earth by Schim Schimmel
• Fiction
 The Great Kapok Tree by Lynne Cherry
 The Great Squirrel Uprising by Dan Elish
• Photos, texts, or articles about pollution and human
impact on the environment
• String, hangers, and cardstock to create mobiles
Objectives
• Infer a possible reason a species became endangered
or extinct.
• Analyze the effects of changes in the environment on
the stability of an ecosystem.
• Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the text.
•
Determine the meaning of general academic and
domain-specific words or phrases in a text relevant to
a grade 4 topic or subject area.
• Integrate information from two texts on the same
topic in order to write or speak about the subject
knowledgeably.
• Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
• Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
• Recall relevant information from experiences or gather
relevant information from print and digital sources;
take notes and categorize information, and provide a
list of sources.
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April 2014 | Animal Studies
• Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion.
• Read with sufficient accuracy and fluency to support
comprehension.
Common Core State Standards and Learning Goals
Achieved
Language, Grade 4, Standard 1
Reading: Foundational Skills, Grade 4, Standard 4
Reading: Literature, Grade 4, Standard 9
Reading: Informational Text, Grade 4, Standard 1
Reading: Informational Text, Grade 4, Standard 4
Speaking and Listening, Grade 4, Standard 1
Speaking and Listening, Grade 4, Standard 4
Writing, Grade 4, Standard 3
Writing, Grade 4, Standard 7
Writing, Grade 4, Standard 8
Texts/Center Activities to Be Used During Week 3
• Teacher may gather a variety of magazines and poems
that allow students opportunities to read about endangered and extinct animals and the scientists who study
them.
• Students may use a map at a center to chart the location of endangered species.
• Teacher may gather a variety of magazines from which
students may collect examples of scientists, writers,
philanthropists, and so forth whose actions have positively impacted the environment. Create a T-chart
with People labeling one column and Contributions
labeling the other. Allow students to add to the chart
during center time as they continue their reading and
learning.
Procedures
Lesson 1
Access students’ prior knowledge by saying, “In the last
two weeks, we’ve studied a variety of habitats and ways
animals have changed their body structure and behavior
to survive in those habitats. This week, we will look at
how humans have changed the animals’ and plants’ habitats.” Show students the recent news story about global
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
warming from the Environmental Protection Agency’s
website, www.epa.gov/climatestudents. Teacher will
set purpose for reading, saying, “Please listen for the
common theme running through these two texts.”
Teacher will read aloud “Goodbye, Goldeneye” (p. 155),
“Landscape” (p. 163), and “Buffalo Dusk” (p. 161) in The
Tree That Time Built. Class will discuss theme.
Teacher will set a purpose for student reading, saying,
“While reading this selection, you are looking for things
that humans did that negatively impacted the river habitat.” Students will chorally read in groups A River Ran
Wild: An Environmental History by Lynne Cherry. Class
discussion will follow. Teacher will model the Human
Action and Impact Chart (see Figure 7) referring to
text details. Students will re-create the chart in Reader’s
Response Log (see Figure 3).
Teacher will introduce new vocabulary words—pollution, smog, litter, landfill, global warming, ozone, endangered, extinct (see Table 4 for a complete list of this
week’s vocabulary words). Teacher will review steps for
completion of one Illustrated Vocabulary (see Figure 2)
including new word, definition, example sentence with
the word used in the text, and a sentence using the word
in the children’s own words. Student pairs will be asked
to create Illustrated Vocabulary posters.
To close the lesson, class will share remaining words
in a collaborative discussion to close out the lesson.
Lesson 2
Access students’ prior knowledge by saying, “Yesterday,
we discussed some of the negative ways humans impacted the river habitat. Today, we are looking at another
selection that deals with the rainforests. Remember the
tropical rainforest that we created.” Teacher will refer to
four-tiered display of the rainforest.
Teacher will set purpose for reading, saying, “I want
you to listen today to see how deforestation is negatively
impacting these habitats.” Teacher will read aloud The
Great Kapok Tree by Lynne Cherry. Class discussion will
follow while referring to text for details to add to the
Human Action and Impact Chart (see Figure 7).
Teacher announces, “Today we are going to research
some of the causes of the problems that are happening
in the environment.” Teacher will divide students into
teams and distribute articles, texts, or real photographs
that address the issues of litter, pollution, global warming, deforestation, oil spills, ozone degradation, and so
forth. Also, students may use other text or online resources to determine what causes are contributing to
these environmental plagues.
To close the lesson, students will gather to share the
different human activities that are contributing to these
problems in our environment and add their research to
the Human Action and Impact Chart.
Lesson 3
Access prior knowledge and set purpose for reading by
saying, “This is a short book about the human impact
on the environment of Central Park. I want you to listen
for how the animals felt about the situation.” Read aloud
The Great Squirrel Uprising by Dan Elish. Review the
latest version of the Human Action and Impact Chart
(see Figure 7) and discuss.
Teacher will present Dear Children of the Earth by
Schim Schimmel on an overhead screen for students to
chorally read. Then students will make lists in pairs of
the words or ideas that affected them most.
Students will then draft a letter to their own grandchildren apologizing for the things that may happen to
the Earth while they are alive. They will explain how
FIGURE 7. Human Action and Impact Chart
Cause/Human Action
Problem/Effect
Impacted Habitat
Impacted Species
TABLE 4. Week 3 Vocabulary
English learner supports for vocabulary included hands-on experience with real objects (litter, recycling), visual supports (charts, graphic organizers),
technology experiences (videos, apps, photographs), group work, shared writing, literature supports, physical models (rainforest example)
Lesson 1
Lesson 2
Lesson 3
Lesson 4
pollution, smog, litter, landfill, pollution, smog, litter, landfill, pollution, smog, litter, landfill, endangered, extinct
global warming, ozone
global warming, ozone
global warming, ozone
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April 2014 | Animal Studies
Lesson 5
endangered
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
things were when they came to live on Earth and how
they tried to fix things. How will their grandchildren’s
lives be different because of how humans have impacted
the environment? In closing they should offer their
heartfelt advice.
To close the lesson, student pairs will share their letters with the whole class as a read-aloud or as a gallery
walk with discussion to follow. Teacher may consider
adding copies of these letters to a class time capsule to
be buried on site.
Lesson 4
Access students’ prior knowledge by saying, “We have
been discussing the negative impact of human activities
on animal and plant life. We have talked about endangered and extinct species. What can you tell me about
endangered animals?”
Teacher will create a list of endangered animals and
collect associated texts. Students will divide into research teams to investigate the animals. Teacher will
help students create a chart to organize their findings.
Groups will gather research to create an endangered
species poster including illustration, location, special
needs, diet, why it’s endangered, how humans could
have prevented this situation, what humans can do to
remedy the situation.
To close the lesson, students will display their
Endangered Species Animal Poster. Then students will
take a gallery walk making notes of similarities and
differences.
Lesson 5
Access students’ prior knowledge by saying, “Yesterday
we worked in teams to create endangered animal posters. We learned a lot about why some animals became
endangered. Tell your partner what stuck out most to
you. After they have had time to share, have partner
groups share their findings.”
Then announce, “Today, we are going to use those
posters and our other texts to create mobiles that we
can display around the school to educate others about
the endangered animals. Each student will be able to
choose his or her own animal from this list. You will be
given 10 squares that are different in size. You will use
the largest squares for the most important information.
This way, you will be telling your audience what information you feel they need to know the most. We call
that prioritizing.”
In addition to creating the mobile, students will write
the name of the text or chart where they got the information on the bottom of each square and this will act
as a collective bibliography. Students may vary size for
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April 2014 | Animal Studies
priority. They should include illustrations, and attach to
a hanger for display.
To close the lesson, students will share their mobiles
with the class or small group and explain why they prioritized the information the way that they did. “This
week we have looked at how human actions have negatively impacted the habitats of other living things. Next
week, we are going to look at powerful examples of how
humans have positively impacted the environment and
consider what we can do to help.”
Week 4: The Environment and Our Future
Group Description
These lessons are designed for small-group and wholegroup instruction.
Materials
• Film
 Taking Root by Lisa Merton
• Nonfiction
 T
he Tree That Time Built by Mary Ann Hoberman
and Linda Winston
 Seeds of Change by Jen Cullerton Johnson
 R
achel Carson and Her Book That Changed the
World by Laurie Lawlor
 Mama Miti by Donna Jo Napoli
 T
he Camping Trip That Changed America by Barb
Rosenstock
 Wangari’s Trees of Peace by Jeanette Winter
 The Watcher by Jeanette Winter
Objectives
• Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from the text.
•
Determine the meaning of general academic and
domain-specific words or phrases in a text relevant to
a grade 4 topic or subject area.
• Integrate information from two texts on the same
topic in order to write or speak about the subject
knowledgeably.
• Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience.
• Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
• Recall relevant information from experiences or gather
relevant information from print and digital sources;
take notes and categorize information, and provide a
list of sources.
• Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion.
• Read with sufficient accuracy and fluency to support
comprehension.
Common Core State Standards and Learning Goals
Achieved
Reading: Foundational Skills, Grade 4, Standard 4
Reading: Informational Text, Grade 4, Standard 1
Reading: Informational Text, Grade 4, Standard 4
Reading: Informational Text, Grade 4, Standard 5
Speaking and Listening, Grade 4, Standard 2
Speaking and Listening, Grade 4, Standard 4
Writing, Grade 4, Standard 4
Texts/Center Activities to Be Used During Week 4
• Students may read short expository pieces and make
text-to-text connections with other people’s contributions. There are many articles related to children’s efforts in changing local ecosystems.
• Students may read poems on p. 167 “Who Am I?” in
The Tree That Time Built by Mary Ann Hoberman and
Linda Winston to develop expression and fluency.
Procedures
Lesson 1
Access students’ prior knowledge by asking, “What do
you know about chimpanzees? Today we are going to
learn about a woman who taught so many of us all the
things we know about chimps. Along the way, we are
going to work on sequencing the story so it makes more
sense to us.” Teacher will introduce new vocabulary for
the week (see Table 5).
Today’s lesson will be heavy on the “I do” part. The
students will be learning a new way to demonstrate their
learning. The teacher will introduce the human body sequencing chart (see Human Timeline in Figure 8) and
create a human shape by adding legs, arms, and a head
to a rectangle. The teacher will fold the rectangle into
an accordion shape for the number of entries to add
to the timeline. Then, the timeline should be folded in
such a way that only the section closest to the legs shows
making the chart as short as it can be. Then the teacher
will add the first entry, and continue to unfold and add
entries as necessary until the sequence of events of an
entire life is complete. This is a fun way for students to
visualize the passage of time as it relates to a lifespan.
Students may begin to decorate their human form in the
way that best represents the person they are studying.
Read aloud The Watcher by Jeanette Winter and add
details to the Human Timeline to demonstrate Jane
Goodall’s growth toward becoming an advocate for the
chimpanzees.
To close the lesson, the teacher will use the Human
Timeline by unfolding the body piece by piece as the
students chorally read each of Goodall’s steps along the
path toward advocacy for the animals and the environment. Then the teacher should recap learning about
habitats, adaptations, and human impact on the environment, and point out how Goodall used herself to be
a positive impact for living things and their habitats.
Lesson 2
Access students’ prior knowledge by asking, “Have you
ever come home and before you even talked to someone,
you were upset about something? Today we are going to
learn about a girl who came home to a city that was different from how she left it, so she was inspired to action.”
The teacher will set a purpose for reading, saying,
“We will be listening for sequencing and creating a
TABLE 5. Week 4 Vocabulary
English learner supports for vocabulary included scaffolded instruction, collaborative group work, and visual supports for a person’s accomplishments/life
across time.
16
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
advocacy, conservation,
protection, activism, save,
recycle, responsibility,
protect
advocacy, conservation,
protection, activism, save,
recycle, responsibility,
protect
advocacy, conservation,
protection, activism, save,
recycle, responsibility,
protect
advocacy, conservation,
protection, activism, save,
recycle, responsibility,
protect
advocacy, conservation,
protection, activism, save,
recycle, responsibility,
protect
April 2014 | Animal Studies
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
FIGURE 8. Human Timeline
the environment—one with his strong writing and the
other with the power of his position.”
Lesson 3
Access students’ prior knowledge by asking, “What do
you know about persuasive writing? Today we are going
to learn about a man, John Muir, who wrote something
so powerful that the President of the United States,
Theodore Roosevelt, changed our nation’s environmental policy.”
Students will read copies of The Camping Trip That
Changed America by Barb Rosenstock. Then in working
groups, students may choose to represent John Muir or
Theodore Roosevelt using the Human Timeline.
When all students have finished, the class will review the representations of both men and discuss the
most important steps in each of their lives toward their
achievements for the environment.
Lesson 4
The Human Timeline allows students to visually display biographical
information. After adding essential events from the character’s life,
students can add additional details to the presentation by artistically
defining the character. This may include representations of time period
clothing, traditional cultural representations, or the addition of details
that would demonstrate hobbies or significant achievements.
Human Timeline together.” Another blank Human
Timeline (see Figure 8) should be prepared. In advance,
the teacher should mark sections of the book to be
highlighted as entries to the timeline. The teacher will
read aloud Rachel Carson and Her Book That Changed
the World by Laurie Lawlor. The teacher will guide the
students through the process of selecting important information and organizing it appropriately to tell the sequence of events of Carson’s life.
To close the lesson, the teacher will use the Human
Timeline by unfolding the body piece by piece as the students chorally read each of Carson’s steps along the path
toward advocacy for the environment. Then the teacher
may point out how Carson used herself and her writing
to be a positive impact for living things and their habitats, saying, “Tomorrow we will work in teams to create
a timeline of two other men who positively impacted
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April 2014 | Animal Studies
Access students’ prior knowledge by asking, “Have you
felt like the world has problems that are so big that you
can’t really make a difference so why bother? Today we
will learn about a woman who found one of those big
problems, but she decided to change things rather than
accept them.”
The teacher will divide students into groups. Students
will read any of the books about Wangari Maathai’s
contribution to the vegetation of Africa. A few are Seeds
of Change by Jen Cullerton Johnson, Wangari’s Trees of
Peace by Jeanette Winter, and Mama Miti by Donna Jo
Napoli. There is also a powerful film outlining the progress called Taking Root: The Vision of Wangari Maathai
by Lisa Merton. Students will then demonstrate their
learning by sequencing the events that led Maathai to
change her country in the way that she did.
To close the lesson, students will recap learning about
habitats, adaptations, and negative human impact. The
teacher will point out how Maathai used herself and
her knowledge to be a positive impact for living things
and their habitats. Teacher says, “Tomorrow we will use
all of our learning up to this point to create your own
human timeline to outline the actions you hope to take
throughout their life to positively impact the habitat we
all share—Earth.”
Lesson 5
Teacher should demonstrate his or her very own Human
Timeline (see Figure 8) with any actions taken throughout his or her life that contribute to the future. One
should definitely be teaching children about the importance of caring for the Earth and her inhabitants.
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
Teacher says, “Remember how some of the people
that we have studied used their eyes, their voice, their
writing, their position, their influence, their knowledge.” Students should consider their gifts and interests
to create a Human Timeline telling their story of impact
in the world. Students should create a rough draft and
discuss their entries with a partner or teacher prior to
creating the full timeline.
To close the lesson, let each student present his or her
Human Timeline of ways he or she plans to impact the
world. Cheer the students on in their hopes.
Culminating Project
Teacher will collect samples of all student work to create
a multigenre bulletin board. It may feature habitat want
ads, student productions and explanations of adaptations, endangered animal mobiles, endangered animal
posters, Human Timelines, learning charts, and daily
content writing.
Assessment
Many opportunities for assessment have been included
in this lesson. The goal for quality teaching should be
mastery rather than grading, so a variety of checks for
understanding are included alongside pieces than can be
assessed for grades. Additionally, all assessment pieces
designated for grading purposes include a rubric that
can be used as is or differentiated to meet the standards
and differentiated learning objectives of any classroom
(see Figures 9–15).
Week 1 Assessment Opportunities
For Understanding
• Contribution to collaborative discussion in developing
Venn diagram
• Contribution to description of multitiered rainforest
• Recording of five areas of interest
For Grading
• Illustrated Vocabulary
• Roommate/Inhabitant Wanted ad
• Two-dimensional swamp/marsh habitat
Week 2 Assessment Opportunities
For Understanding
• Contribution to collaborative discussion: What parts
are used for
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April 2014 | Animal Studies
• Contribution to camouflage and mimicry chart
• Determining other students’ intended adaptations
• Migration summary of chosen animal
• Main Ideas list from each student presentation
For Grading
• Illustrated Vocabulary
• Adaptations: Fantasy animal
• Poster: Local animals’ adaptations
Week 3 Assessment Opportunities
For Understanding
•
Contribution to collaborative discussion: Human
impact
For Grading
• Illustrated Vocabulary
• Letter to Grandchildren
• Mobile: Endangered Species
Week 4 Assessment Opportunities
For Understanding
•
Contribution to collaborative discussion: Human
Timeline
• Small-group discussion and writing to create Human
Timeline
For Grading
• Illustrated Vocabulary
• Human Timeline of Muir, Roosevelt, and Maathai
• Personal Human Timelines
REFERENCES
Allen, C. (2001). The multi-genre research paper: Voice,
passion, and discover in Grades 4–6. Portsmouth,
NH: Heinemann.
National Governors Association Center for Best
Practices & Council of Chief State School Officers.
(2010). Common Core State Standards for English
language arts and literacy in history/social studies,
science, and technical subjects. Washington, DC:
Authors.
Vygotsky, L.S. (1978). Mind in society. The development
of higher psychological processes (M. Cole, V. JohnSteiner, S. Scribner, & E. Souberman, Eds. & Trans.).
Cambridge, MA: Harvard University Press.
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
FIGURE 9. Weeks 1–4: Daily Content Writing Evaluation Rubric
This rubric can be used with students’ daily writing in their science journals or logs. It evaluates consistency of the writing, incorporation of new vocabulary,
demonstration of understanding as well as general conventions. Specific objectives desired in any classroom can be added to properly differentiate for any
student population.
Completed
Use of New
Vocabulary
Understanding
1
2
3
4
5
Student completed Daily
Content Area Writing 0 or 1
days this week.
Student fails to use new
vocabulary.
Student completed Daily
Content Area Writing 2
days this week.
Student uses one or two
new words, but without
transfer of meaning.
Student completed Daily
Content Area Writing 3
days this week.
Student uses at least one
new word per entry and
may be stuck on one or two
certain words. Meaning is
mostly intact.
Student completed Daily
Content Area Writing 4
days this week.
Student uses several new
words and maintains
meaning.
Student fails to
demonstrate
understanding.
Student’s explanation of
Student’s explanation
learning is vague and lacks of learning is clear and
any details.
reflects what was taught.
Student’s explanation of
learning demonstrates
folding information into
prior knowledge.
Grammatical and usage
mistakes compromise
meaning in a few areas.
Grammatical and
usage mistakes do not
significantly take away
from meaning.
Student completed Daily
Content Area Writing 5
days this week.
Student is comfortable
using most new vocabulary
and demonstrates full
knowledge of meaning by
extending thoughts beyond
classroom examples.
Student’s explanation of
learning demonstrates
folding information into
prior knowledge and
extending into additional
learning areas.
Grammatical and usage
mistakes are very rare.
Meaning is clear.
Editing for
Grammatical and usage
Grammar, Usage, mistakes greatly hinder
Mechanics
readers’ ability to
understand.
Student has some
grammatical and usage
mistakes, but meaning is
mostly intact.
FIGURE 10. Weeks 1–3: Illustrated Vocabulary Evaluation Rubric
This rubric can be used with students’ illustrated vocabulary. It evaluates definition, reference, demonstration of transference both in words and illustration, as
well as general conventions. Specific objectives desired in any classroom can be added to properly differentiate for any student population.
1
Response is in no way
aligned with the word
meaning.
2
Student relies solely on
own prior knowledge for
meaning.
Refer to Text
Details
Student fails to cite how
word was used in text.
Personal Use of
Vocabulary
Student uses similar
subject matter as text, but
does not cite.
Student uses word but fails Student adequately uses
to maintain full meaning. word in personal sentence
maintaining meaning.
Illustration
Demonstrating
Meaning
Student fails to use word
or uses it in such a way
as to demonstrate no
understanding.
No illustration or
Illustration seems related,
illustration is not related to but the connection to the
new vocabulary.
new word is unclear.
Editing for
Grammar,
Usage,
Mechanics
Grammatical and usage
mistakes greatly hinder
readers’ ability to
understand.
Definition
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April 2014 | Animal Studies
Grammatical and usage
mistakes compromise
meaning in a few areas.
3
Student relies on prior
knowledge, discussion or
text for meaning.
4
Student uses appropriate
reference material to
determine word meaning.
Students grasps meaning
of word and may relate it
to personal life.
Clear connection between
meaning and illustration.
Obvious connection with
illustration and meaning.
Some design flair to
enhance understanding.
Student has some
grammatical and usage
mistakes, but meaning is
mostly intact.
Grammatical and
usage mistakes do not
significantly take away
from meaning.
5
Student uses appropriate
reference material to
determine word meaning,
but uses his or her own
words to make the
definition personally
meaningful.
Student uses an
appropriate text citation
including the new word.
Student fully grasps
meaning of word, uses it
effectively and relates it to
other knowledge.
Obvious connection with
illustration and meaning.
Design flair to enhance
understanding. May
include word bubbles or
environmental print that
reinforces meaning.
Grammatical and usage
mistakes are very rare.
Meaning is clear.
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
FIGURE 11. Week 1: Desert Want Ad Rubric
This rubric can be used with students’ Desert Want Ad. It evaluates reference to text details, details of genre, organization and presentation.
Beginning
1
Text Details Student refers to the text for
from Deserts details and information on desert
by Gail
amenities. Student includes 1
Gibbons
desert amenity from the text.
Details of
Includes one 1 of the following:
Want Ad
name, contact information,
location, and picture
Persuasive
Student writing is unclear and
Writing
confusing and gives irrelevant
reasons to live in the desert.
Supporting details are irrelevant
and inaccurate. Word choice is
repeated and conventions are
misused.
Organization Student’s pictures and labels
and
are confusing and placed in
Readability illogical sequences. Student’s
handwriting is illegible.
Presentation Student cannot be heard and
does not look at audience.
Student does not understand
topic, and presentation
is confusing and hard to
understand.
Developing
2
Student refers to the text for
details and information on desert
amenities. Student includes 2
desert amenities from the text.
Includes only 2 of the following:
name, contact information,
location, and picture
Limited student writing is clear and
focused and gives limited relevant
reasons to live in the desert. Limited
precise and relevant supporting
evidence is presented. Limited
correct and varied word choice and
limited strong conventions.
Student organizes only half of
pictures and labels clearly. Student
uses neat and legible handwriting
on half of the representation.
Student has to repeat himself
or herself to be heard and looks
at the ground most of the time.
Student demonstrates only partial
knowledge of subject and order of
presentation is confusing.
Accomplished
3
Student refers to the text for
details and information on desert
amenities. Student includes 3
desert amenities from the text.
Includes only 3 of the following:
name, contact information,
location, and picture
Some student writing is clear and
focused and gives some relevant
reasons to live in the desert. Some
precise and relevant supporting
evidence is presented. Some
correct and varied word choice
and some strong conventions.
Student organizes most pictures
and labels clearly. Student
mostly uses neat and legible
handwriting.
Student speaks clearly and
makes eye contact with audience
for most of the presentation.
Student mostly demonstrates
knowledge of subject and
presents it in a logical order.
Exemplary
Score
4
Student refers to the text for
details and information on desert
amenities. Student includes 4 or
more desert amenities from the text.
Includes all of the following:
name, contact information,
location, and picture
Student writing is clear and
focused and gives relevant
reasons to live in the desert.
Precise and relevant supporting
evidence is presented. Correct and
varied word choice and strong
conventions.
Student organizes pictures and
labels clearly. Student uses neat
and legible handwriting.
Student speaks clearly and makes
eye contact with audience the
whole presentation. Student
demonstrates full knowledge of
subject and presents it in a logical
order.
FIGURE 12. Week 1: Two-Dimensional Swamp Representation
This rubric can be used with the students’ Swamp Representation. It provides evaluation criteria for reference to text details, labeling, accuracy, organization
and presentation.
Text Details
from Marshes &
Swamps by Gail
Gibbons
Beginning
1
Student refers to the text
for details and information.
Student includes at least 1 detail
from the book in the swamp
representation.
Student accurately labels 1 part
of a swamp.
Student accurately includes 1
animal that lives in the swamp.
Developing
2
Student refers to the text for
details and information. Student
includes at least 2 details
from the book in the swamp
representation.
Student accurately labels 2 parts
of a swamp.
Student accurately includes 2
animals that live in the swamp.
Accomplished
3
Student refers to the text
for details and information.
Student includes 3 details
from the book in the swamp
representation.
Student accurately labels 3
parts of a swamp.
Student accurately includes 3
animals that live in the swamp.
Student organizes most
pictures and labels clearly.
Student mostly uses neat and
legible handwriting.
Student cannot be heard and
does not look at audience.
Student does not understand
topic, and presentation
is confusing and hard to
understand.
Student organizes only half
of pictures and labels clearly.
Student uses neat and legible
handwriting on half of the
representation.
Student has to repeat himself
or herself to be heard and looks
at the ground most of the time.
Student demonstrates only partial
knowledge of subject and order of
presentation is confusing.
Label Parts of a
Swamp
Accurate
Representation
of Species
Organization Student’s pictures and labels
and Readability are confusing and placed in
illogical sequences. Student’s
handwriting is illegible.
Presentation
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April 2014 | Animal Studies
Student speaks clearly and
makes eye contact with audience
for most of the presentation.
Student mostly demonstrates
knowledge of subject and
presents it in a logical order.
Exemplary
4
Student refers to the text for
details and information. Student
includes 4 or more details
from the book in the swamp
representation.
Student accurately labels 4 or
more parts of a swamp.
Student accurately includes 4
or more animals that live in the
swamp.
Student organizes pictures and
labels clearly. Student uses neat
and legible handwriting.
Score
Student speaks clearly and makes
eye contact with audience the
whole presentation. Student
demonstrates full knowledge of
subject and presents it in a logical
order.
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
FIGURE 13. Week 2: Adaptations Poster for Fantasy Creature Evaluation Rubric
This rubric can be used with the students’ Adaptations Poster. It provides evaluation criteria for incorporation of new vocabulary, presentation, comprehension,
representation of adaptations, as well as editing and contribution to discussion.
1
21
2
3
4
5
Presentation— Difficult to determine
Title and Labels the subject based
on student’s
representation. No title
or labeling.
Presentation fails to
adequately demonstrate
an animal with physical
adaptations. May have
few or no labels.
Presentation adequately
represents an animal
with at least 2 physical
adaptations including a
title and labels for each
adaptation.
Presentation successfully
represents an animal
with at least 3 physical
adaptations including
a prominent title
and labels for each
adaptation. Neat.
Presentation successfully
represents an animal
more than 3 physical
adaptations including a
prominent title and labels
for each adaptation. Visually
appealing.
Use of New
Vocabulary
Student fails to use
new vocabulary.
Student fails to use new
vocabulary correctly.
Student uses at least
two new words.
Meaning is mostly
intact.
Student uses several new Student is comfortable using
words and maintains
most new vocabulary and
meaning.
demonstrates full knowledge
of meaning by extending
thoughts beyond classroom
examples.
Understanding
Student fails
demonstrate
understanding.
Student’s explanation
of learning is vague and
lacks any details.
Student’s explanation
of learning is clear
and reflects what was
taught.
Student’s explanation of
learning demonstrates
deep understanding.
Student’s explanation of
learning demonstrates deep
understanding and extension
into additional learning areas.
Adaptations
Student fails to
illustrate and correctly
label any physical
adaptations.
Student illustrates but
Student illustrates
fails to correctly label
and effectively labels
any physical adaptations. at least 2 physical
adaptations.
Student identifies and
labels at least 3 physical
adaptations with
meaningful labels and
explanations.
Student identifies and
labels more than 3 physical
adaptations with meaningful
labels and explanations.
Editing for
Grammar,
Usage,
Mechanics
Grammatical and
Grammatical and usage
usage mistakes greatly mistakes compromise
hinder readers’ ability meaning in a few areas.
to understand.
Grammatical and
usage mistakes do not
significantly take away
from meaning.
Grammatical and usage
mistakes are very rare.
Meaning is clear.
Discussion
Student did not
contribute or show
signs of interest in
discussion.
April 2014 | Animal Studies
Student has some
grammatical and usage
mistakes, but meaning
is mostly intact.
Student was an attentive Student made one
Student offered up to
listener during discussion contribution during
three ideas during the
but failed to contribute. collaborative discussion. collaborative discussion.
Student was an active
player in the collaborative
discussion.
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
FIGURE 14. Week 2: Animal Adaptations Rubric
This rubric can be used with the students’ Animal Adaptations presentation. It provides evaluation criteria for reference to text details, organization,
presentation, and understanding.
Beginning
1
Text and Chart Student refers to the text
References
and charts for details and
information. Student
shows evidence of drawing
conclusions by including 1
detail from these examples.
Animal Title Student does not include a title.
Developing
2
Student refers to the text and
charts for details and information.
Student shows evidence of
drawing conclusions by including 2
details from these examples.
Accurately
Defines
Adaptations
Student accurately defines
2 physical and behavioral
adaptations that the animal
exhibits.
Student organizes only half of
pictures and labels clearly. Student
uses neat and legible handwriting
on half of the representation.
Student has to repeat himself
or herself to be heard and looks
at the ground most of the time.
Student demonstrates only partial
knowledge of subject and order of
presentation is confusing.
Organization
and
Readability
Presentation
Student accurately defines
1 physical and behavioral
adaptation that the animal
exhibits.
Student’s pictures and labels
are confusing and placed in
illogical sequences. Student’s
handwriting is illegible.
Student cannot be heard and
does not look at audience.
Students does not understand
topic, and presentation
is confusing and hard to
understand.
Accomplished
3
Student refers to the text
and charts for details and
information. Student
shows evidence of drawing
conclusions by including 3
details from these examples.
Student includes an accurate title Student includes an accurate
of the animal but is both misspelled title but it is either misspelled
and not written in dark marker.
or not written in dark marker.
Student accurately defines
3 physical and behavioral
adaptations that the animal
exhibits.
Student organizes most
pictures and labels clearly.
Student mostly uses neat and
legible handwriting.
Student speaks clearly and
makes eye contact with audience
for most of the presentation.
Student mostly demonstrates
knowledge of their subject and
presents it in a logical order.
Exemplary
Score
4
Student refers to the text and
charts for details and information.
Student shows evidence of
drawing conclusions by including
4 or more details from these
examples.
Student includes an accurate
title of the animal that is spelled
correctly and written in a dark
marker.
Student accurately defines 4 or
more physical and behavioral
adaptations that the animal
exhibits.
Student organizes pictures and
labels clearly. Student uses neat
and legible handwriting.
Student speaks clearly and
makes eye contact with audience
the whole presentation. Student
demonstrates full knowledge of
their subject and presents it in a
logical order.
FIGURE 15. Week 4: Human Timeline Evaluation Rubric
This rubric can be used with the students’ Human Timelines created in Lessons 3 and 5. It provides evaluation criteria for reference to text, demonstration of
understanding, selection of essential information, presentation as well as general conventions.
Refer to Text
Details
1
Response is in no way
aligned with the text.
Clarity of
Thought
Student ineffectively
conveys meaning.
Prioritization
Student is unable to
prioritize details based on
significance.
Difficult to determine the
subject based on student’s
representation.
Grammatical and usage
mistakes greatly hinder
readers’ ability to
understand.
Presentation
Editing for
Grammar,
Usage,
Mechanics
2
There is no indication the
student referred to the
text, but the response
makes sense.
Some meaning is lost.
3
Student adequately refers
to text and text details.
4
Student uses details and
specific text references on
important facts.
Student’s work clearly
conveys meaning.
Student sometimes chose
most meaningful events.
Student adequately
understands and is able to
convey meaning.
Student mostly chose most
meaningful events.
Presentation fails to
adequately represent the
subject.
Presentation adequately
represents the subject.
Includes title.
Grammatical and usage
mistakes compromise
meaning in a few areas.
Student has some
grammatical and usage
mistakes, but meaning is
mostly intact.
Presentation is neat and
representative of the
subject.
Includes title and mined
text.
Grammatical and
usage mistakes do not
significantly take away
from meaning.
Students chose most
meaningful events.
5
Student cites page numbers
and quotations heavily to
demonstrate how text was
used.
Student’s work
demonstrates and conveys
deep understanding.
Student chose most
meaningful events and
defended those choices.
Presentation is
exceptionally neat, clear and
representative of the subject.
Includes title and mined
text.
Grammatical and usage
mistakes are very rare.
Meaning is clear.
Note: To be used with product of Lesson 3 and 5
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April 2014 | Animal Studies
DOI:10.1598/bridges.7006 | © 2014 International Reading Association
About the Authors
Erin FitzPatrick received a BA in History
and Political Science from Illinois College
and a Masters of Education in Literacy
at Middle Tennessee State University.
Erin is a doctoral student at Georgia
State University pursuing a PhD in Students with
Exceptionalities. Areas of research interest include upper elementary writing, critical literacy, and professional development models for writing instruction that
lead to successful implementation. Erin has 11 years of
experience in upper elementary classrooms, serving in
both Texas and Tennessee. She is also a teacher consultant for the Middle Tennessee Writing Project. She can
be reached at [email protected].
Katie Schrodt received a BS in Elementary
Education from the University of North
Texas and a Masters of Education in
Literacy at Middle Tennessee State
University. Katie is currently a doctoral
student at Middle Tennessee State University working
on a PhD in Literacy Studies with a focus in literacy
instruction and professional development. Areas of research interest include emergent writing, family literacy,
and critical literacy. Katie is a teacher consultant for the
Middle Tennessee Writing Project and has experience
teaching in Kindergarten and third grade in Texas and
Tennessee. Katie lives in Nashville with her wonderful
husband, Jacob. She can be reached at Schrodt.katie@
gmail.com.
IRA Bridges: Instructional Units for the Engaging Classroom © 2014 International Reading Association
No. 7006
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April 2014 | Animal Studies
DOI:10.1598/bridges.7006 | © 2014 International Reading Association